26 SES 05 B, How to Understand Educational Leadership
This paper aims at exploring two peculiarities concerning educational leadership and educational policy and practice in Finland.
First, how can we explain the modern legacy of the obviously successful educational policy and leadership in Finland? Second, what theories, principles and practices of educational leadership are currently guiding educational leadership for school development in Finland?
The assumption is that of educational leadership must be seen as a function of larger tensions, and solutions to such tensions, developed throughout history. Educational leadership is seen as a interpreting practice situated between ethics and politics and simultaneuously carried out at several interacting levels demonstrating various forms of epistemic, moral and cultural practices.
Alwesson, M. & Sveningsson, S. (2008). Changing organisational culture. London: Routledge. Johansson, O. (2011). Research on school leaders. Vetenskapsrådets rapportserie:4. Stockholm: Vetenskapsrådet. Möller, J. & Ottesen, E. (2011). Rektor som leder og sjef. Oslo: Universitetsforlaget. Engeström, Y. (2001). Expansive learning at work: Toward an activity theorethical reconceptualisation. Journal of Education and Work 14(1), 13-156. Uljens, M. & Nyman, C. (2013). Educational leadership in Finland – or building a nation with Bildung. In Moos, L. (ed). Transnational Influences on Values and Practices in Nordic Educational Leadership – Is there a Nordic Model? Springer.
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